Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Grace Lynn Baldwin Kan-uge; Carol S. Stwalley, Purdue University ; Robert Merton Stwalley III P.E., Purdue University

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Cooperative and Experiential Education Division (CEED)

Paper ID #41805Board #444 - Professional Practice Experiences of Collegiate Rising ScholarsStudents—A Work-in-ProgressMs. Grace Lynn Baldwin Kan-uge Grace Baldwin, joined the Rising Scholar NSF S-STEM program in the Summer of 2017 as a Graduate Research Assistant. She completed her Bachelor of Science, Master’s, and Docterate of Philosophy at Purdue University in Agricultural and Biological Engineering (ABE).Dr. Carol S. Stwalley, Purdue University Dr. Carol S. Stwalley, PE joined the Minority Engineering Program team in the fall of 2007 as Recruitment and Retention Analyst. She earned her Bachelor of Science in Agriculture

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Martell Bell, The University of Iowa; Rachel Vitali, The University of Iowa; Jae-eun Russell

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

science calculations and design considerations. We hypothesize that theprocess of reflection and iteration inherent to hackathon competitions will strengthen theparticipant groups’ perceived EJ skills. Finally, engineering leadership (EL) skills relate to theleadership style(s) used by individuals to lead groups of engineers to achieve a common goal. Aneffective leader exercises influence at interpersonal, team, and organizational levels, whilesimultaneously building strong relationships. We hypothesize that in the absence of a well-structured project, the need to delegate tasks among team members and develop solutionsquickly will increase the perceived EL abilities of participant groups.To frame this study, we will use the Buck Institute of

Conference Session

Improving Retention & Self-Efficacy through Experiential Learning and Research Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel A. Tillman, University of Texas at El Paso; Thomas Joseph Soto, University of Texas at El Paso; Song An, University of Texas at El Paso; Carlos Paez, Navajo Technical University; Alice Carron, Blue Marble Institute of Space Science

Tagged Topics

Diversity

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Cooperative and Experiential Education Division (CEED)

Hispanic Higher Education, 20(3), 297-312. 4. Prescott, A., Coupland, M., Angelini, M., & Schuck, S. (2020). Making School Maths Engaging: The Maths Inside Project. Springer. 5. Tobias, S. (1998). Anxiety and mathematics. Harvard Education Review, 50, 63–70. 6. Balfanz, R., & Byrnes, V. (2006). Closing the mathematics achievement gap in high- poverty middle schools. J. of Ed. for Students Placed at Risk, 11(2), 143-159. 7. Rowan‐Kenyon, H. T., Swan, A. K., & Creager, M. F. (2012). Social cognitive factors, support, and engagement: early adolescents’ math interests as precursors to choice of career. The Career Development Quarterly, 60(1), 2-15. 8. Bursal, M., & Paznokas, L. (2006). Mathematics

Conference Session

Experiential Learning and Professional Skills and Competencies: Attainment, Assessment, and Evaluation.

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily Buten, University of Michigan; Jack Boomer Perry, University of Michigan; Aaron W. Johnson, University of Michigan

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

. (2021). Criteria for Accrediting Engineering Programs. ABET. https://www.abet.org/wp-content/uploads/2022/01/2022-23-EAC-Criteria.pdfBland, L., Kusano, S., & Johri, A. (2016). Engineering Competitions as Pathways to Development of Professional Engineering Skills. 2016 ASEE Annual Conference & Exposition Proceedings, 26629. https://doi.org/10.18260/p.26629Burt, B. A., Carpenter, D. D., Finelli, C. J., Harding, T. S., Sutkus, J., Holsapple, M., Bielby, R., & Ra, E. (2011). Outcomes of engaging engineering undergraduates in co-curricular experiences. ASEE Annual Conference and Exposition. https://hdl.handle.net/2027.42/86117Carberry, A. R., Lee, H.-S., & Swan, C. W. (2013). Student

Conference Session

Experiential Learning : Global Models and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alicia Shih, School of Chemical Engineering, The University of New South Wales, Sydney, Australia; Sarah Grundy, School of Chemical Engineering, The University of New South Wales, Sydney, Australia; Peter Neal, School of Chemical Engineering, The University of New South Wales, Sydney, Australia

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Diversity

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Cooperative and Experiential Education Division (CEED)

impact on improving student understanding ofspecific course concepts. However, these results counter that of Leininger-Frézal andSprenger [19], who find the use of a VFT did help to enhance student understanding.Common between ours and Dada, et al. [15]’s results are a high percentage (>75%) ofagreement to the pre-survey statement, and thus it is more difficult to make a meaningfulimprovement on student understanding.Comparatively, the remaining 4 statements showed significant differences between pre- andpost-DST survey results (p < 0.05). Observations from Figure 3 in conjunction with this dataimplies the DST was ineffective in assisting students to develop problem solving skills,enabling teamwork, and improving their ability to

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatemeh Mirzahosseini Zarandi, University of Cincinnati; David Reeping, University of Cincinnati

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

results will provide insights into howthese experiences can positively impact students' professional journeys. ReferencesABET (2023). Criteria for accrediting engineering programs (2024-2025). https://www.abet.org/wp-content/uploads/2023/05/2024-2025_EAC_Criteria.pdfAnderson, K. J. B., Courter, S. S., McGlamery, T., Nathans-Kelly, T. M., & Nicometo, C. G. (2010). Understanding engineering work and identity: A cross-case analysis of engineers within six firms. Journal of Engineering Studies, 2 (3), 153-174.Arthur, B., Guy, B., Armitage, E., LaBarre, M., & O'Connor, S. (2022). "Difficult but worth it": Exploring the Experiences of Women in

Conference Session

Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

YongChun Lin, Zhejiang University; Wei Zhang, Zhejiang University; peiyun xu

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

not necessarily reflect the views of the Natural ScienceFoundation of China.REFERENCES[1] C. K. Y. Chan and K. K. W. Lee, “Constructive alignment between holistic competency developmentand assessment in Hong Kong engineering education,” Journal of Engineering Education, vol. 110, no. 2,pp.437-457, 2021.[2] N. D. Q. Nguyen, “The essential skills and attributes of an engineer: A comparative study ofacademics, industry personnel and engineering students,” Global J. of Engng. Educ, vol. 2, no. 1, pp.65-75, 1998.[3] E. Krylov and S. Devyaterikov, “Developing students’ cognitive skills in MMS classes,” STEMEducation, vol. 3, no. 1, pp. 28-42, 2023.[4] M. Pinho-Lopez, M. and J. Macedo, “ Project-based learning to promote higher order thinking

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati; So Yoon Yoon, University of Cincinnati

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Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

between individual predispositions and thetransformative potential of these programs.AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No.NSF-EEC #2106229. Any opinions, findings, and conclusions, or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] R. Vandeveer and M. L. Menefee, “Study abroad, international internship and experiential learning: A world-class adventure in learning,” in Decision Sciences Institute Southwest Region (SWDSI), 2006.[2] S. Shandilya, S. Y. Yoon, G. Raju, and C. A. Kwuimy, “Engineering Students’ Transformative Learning Experiences from A Virtual

Conference Session

Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophia Vicente, Elizabethtown College; Sara A. Atwood, Elizabethtown College; Rebecca Holcombe

Tagged Topics

Diversity

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Cooperative and Experiential Education Division (CEED)

., Zwicky, D., & Van Epps, A. S. (2024). A scoping review of engineering education systematic reviews. Journal of Engineering Education, 113(4), 818– 837. https://doi.org/10.1002/jee.20549[6] ASEE (2024). https://peer.asee.org/[7] Gunn, C. (2000, June), Utilizing Co Op To Further Liberal Education Within Engineering Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8828[8] Anderson, A., & Lee-Thomas, G. (2000, June), Assessing Cooperative Education Through The Lens Of Abet Outcomes Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8172[9] Wilding, K., & Grossman, C., & Hundley, S., & Fox, P. (2001, June), An International Cooperative Education

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laurie Sutch, University of Michigan

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

help them form theirpersonal narratives as they prepare for interviews and careers after graduation, and as generalengagement grows, students will gain self-awareness of their professional skills and be able tobetter communicate them to employers.References[1] J. H. Callewaert, J. M. Millunchick, C. S. E. Woodcock, K. C. Jiang, and S. Edington, “Developing a Framework for Experiential Learning,” presented at the 2020 ASEE Virtual Annual Conference Content Access, Jun. 2020. Accessed: Jan. 16, 2024. [Online]. Available: https://peer.asee.org/developing-a-framework-for-experiential-learning[2] J. H. Callewaert, J. M. Millunchick, C. S. E. Jamison, and K. C. Jiang, “Assessing and Communicating Professional Competency Development

Conference Session

Cooperative and Experiential Education Division (CEED): Developing Professional and Career Readiness

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elisa Schlesner Alves; Nathalie Lavoine, North Carolina State University at Raleigh; Julio Enrique Teran, North Carolina State University at Raleigh

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

initiative.References[1] A. M. McAlister, S. Lilly, R. Bailey, and J. L. Chiu, “The Many Roles of an Engineering Graduate Student: Exploring How Graduate Students Identify with the Multiple Roles They Assume,” International Journal of Engineering Education, vol. 38, no. 5, pp. 1307– 1327, 2022.[2] D. F. Feldon et al., “Graduate Students’ Teaching Experiences Improve Their Methodological Research Skills,” Science, vol. 333, no. 6045, pp. 1037–1039, Aug. 2011, doi: https://doi.org/10.1126/science.1204109.[3] K. McGoldrick, G. Hoyt, and D. Colander, “The Professional Development of Graduate Students for Teaching Activities: The Students’ Perspective,” The Journal of Economic

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Isaac Heizelman, University of North Dakota; McKenna Rose Matt

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

ASEE Virtual Annual Conference Content Access, Jul. 2021. Accessed: Feb. 13, 2023. [Online]. Available: https://peer.asee.org/the-moocibl-platform-a-custom-made-software- solution-to-track-the-innovation-process-with-blockchain-learning-tokens[4] E. M. Swartz, R. Striker, L. Singelmann, E. A. Vazquez, M. Pearson, and S. S. Ng, “Innovating Assessment: Using Innovative Impact as a Metric to Evaluate Student Outcomes in an Innovation-Based Learning Course,” presented at the 2021 ASEE Virtual Annual Conference Content Access, Jul. 2021. Accessed: Feb. 13, 2023. [Online]. Available: https://peer.asee.org/innovating-assessment-using-innovative-impact-as-a-metric-to- evaluate-student-outcomes-in-an-innovation-based-learning

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claude Brathwaite, City University of New York, City College

Tagged Topics

Diversity

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Cooperative and Experiential Education Division (CEED)

Annual Conference, Paper ID #38418, Baltimore, June, 2023. 8. Park, Y. S., Wu, S. S., Effectiveness of High-Impact Practices (HIPS) in an Engineering Course, in the Proceedings of the 2019 ASEE Annual Conference, Paper ID #24738, Tampa, June, 2019.9. Henderson, T. S. Exploring the Post-graduation Benefits of High-Impact Practices in Engineering: Implications for Retention and Advancement in Industry, in the Proceedings of the 2017 ASEE Annual Conference, Paper ID #19263, New Orleans, 2017.10. Gagliardi, J. S., Martin, R. R., Wise, K., Blaic, C., The System Effect: Scaling High- Impact Practices Across Campuses, New Directions For Higher Education, no. 169, Spring 2015. DOI: 10.1002/he.2011911. Jennifer R. Keup, J. R

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert B. Bass, Portland State University; Jen Lindwall, Portland State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

findings.References[1] United States, Executive Office of the President [Joseph Biden]. Executive Order #14008:Tackling the Climate Crisis at Home and Abroad, 27 January 2021. Federal Register, vol. #86,7619-7633[2] M.H. Nguyen, S. Laderman, K. Heckert, J.J. Ramirez, The MSI Data Project full data set(06142023; Version 2) [Data set]. The Minority Serving Institutions Data Project, 2023.[3] J.A. Martinez, K.J. Sher, J.L. Krull, & P.K. Wood, Blue‐collar scholars?: Mediators andmoderators of university attrition first‐generation college students. Journal of College StudentDevelopment, 50(1), 87‐103, 2009.[4] E.M.J. Fischer, Selling into campus life: Differences by race/ethnicity in college involvementand outcomes. The Journal of Higher Education, 78(2), 125

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert B Bass, Portland State University

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

Evaluation (-PE), which informs program administration. The student survey (S-)consists of four categories of questions, detailed in Appendix A: SSB, SCP, SPC and SPE. Thementor survey (M-) consists of three categories, Appendix B: MCP, MPC and MPE.Responses to questions use either a numerical five-point Likert scale or are open-endedresponse-based. The intern surveys are administered at the beginning, midpoint, and end of theinternship period. Mentor surveys are administered at the midpoint and end. Midpoint surveyshave fewer questions, and mainly serve as a check-in point. The majority of the SB, CP and PCquestions are posed at the beginning and end points of the internship period. Some CP questionsare posed only at the end point. PE questions are

Conference Session

Experiential Learning and Professional Skills and Competencies: Attainment, Assessment, and Evaluation.

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adrian Nat Gentry, Purdue University; Eric Holloway, Purdue University at West Lafayette (COE); Kerrie A. Douglas, Cornell University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

, Jun. 2021.[5] E. Douglas, G. Dietz, and E. McCray, “A narrative exploration of the in/authentic experiences of Black engineering interns (Work in Progress),” in 2022 ASEE Annual Conference & Exposition, 2022.[6] E. Anderson, K. Williams, L. Ponjuan, H. T. Frierson, and others, “The 2018 status report on engineering education: A snapshot of diversity in degrees conferred in engineering,” 2018.[7] J. Brooks, “Why Should I Care About Diversity in Engineering?,” National Society of Professional Engineers, Jul. 2020. https://www.nspe.org/resources/pe-magazine/july- 2020/why-should-i-care-about-diversity-engineering (accessed Feb. 10, 2023).[8] S. Brown, L. Flick, and K. Williamson, “Social capital in engineering

Conference Session

Cooperative and Experiential Education Division (CEED): Developing Professional and Career Readiness

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abigail N. Lehto, Utah State University; Ning Fang, Utah State University

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

-Spencer, and K. Frias, “The Role of Mentorship in StudentPreparation for Impactful Internships,” in 2022 ASEE Annual Conference and Exposition, Aug.2022.[2] A. Lozano-Nieto, “Internship Experiences in Biomedical Engineering Technology: AnOverview of Students and Prospective Employers Perceptions,” in 1998 ASEE AnnualConference and Exposition, Jun. 1998.[3] E. Kramer-Simpson, “Moving from Student to Professional: Industry Mentors and AcademicInternship Coordinators Supporting Intern Learning in the Workplace,” Journal of TechnicalWriting and Communication, vol. 48, no. 1, pp. 81–103, May 2016.[4] M. F. Cox, O. Cekic, and S. G. Adams, “Developing Leadership Skills of UndergraduateEngineering Students: Perspectives from Engineering Faculty,” Journal

Conference Session

Cooperative and Experiential Education Division (CEED): Developing Professional and Career Readiness

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cody Mann, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Andrew Lillesve, Minnesota State University, Mankato; Luke John Nyberg

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

sixqualitative questions focused on defining the role of professors and facilitators in the work-basedengineering program of focus. Demographic information was also obtained. All study procedureswere approved by the Minnesota State University, Mankato Institutional Review Board (IRB).The focus of the sub-study was to answer the following research question: how do professors,facilitators, directors, and students perceive the complementary nature of the professor andfacilitator roles? In order to determine the answer to this question, the responses from students(“S”, n=15), professors (“P”, n=7), facilitators (“F”, n=7), and directors (“D”, n=1) for thefollowing questions were examined: ● What does the interaction of professors and facilitators look

Conference Session

Cooperative and Experiential Education Division (CEED): Identity, Motivation & Belonging in Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Neeko Bochkarev, Minnesota State University, Mankato; Emilie A Siverling, Minnesota State University, Mankato; Ellen Patricia Thompson, Minnesota State University - Iron Range Engineering; Michelle Soledad, Virginia Polytechnic Institute and State University; Catherine McGough Spence, Minnesota State University, Mankato

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Diversity

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Cooperative and Experiential Education Division (CEED)

engineer.DiscussionThe results of this study and [Program X]’s co-op-based learning model continue to support thepositive outcomes of co-op experiences on engineering identity and sense of belonging. Themeans for all sub-groups were higher than 5.2 (out of 6), and the qualitative analysis yieldedmany statements about the positive effect of co-op experiences. Students stated that workingaround other engineers and being recognized as an engineer by others had a large impact on theirconfidence, identity as an engineer, and sense of belonging. This aligns with previous work onthe value of developing students’ identity and belonging to an engineering community [11], [12].This quantitative analysis of survey responses showed no difference between the

Conference Session

Cooperative and Experiential Education Division (CEED): Identity, Motivation & Belonging in Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophia Vicente, Elizabethtown College; Sara A. Atwood, Elizabethtown College; Kurt M Degoede, Elizabethtown College; Rebecca Holcombe

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

, the findings fromthis work will inform a second pilot semester. In terms of research, future work will compareacross students who participated in the intervention and students who remained at the maincampus.References[1] S. Lavado-Anguera, P.J. Velasco-Quintana, and M.J. Terrón-López, “Project-Based Learning (PBL) as an Experiential Pedagogical Methodology in Engineering Education: A Review of the Literature,” Education Sciences, 14(6), 617, 2024, doi: 10.3390/educsci14060617[2] S. Atwood, M. Siniawski, and A. Carberry, “Using Standards-based Grading to Effectively Assess Project-based Design Courses,” 2014, doi: 10.18260/1-2--23278.[3] Atwood, S. A., & Scalaro, K., & Holcombe, R., “Work-in-Progress: Seizing failure as

Conference Session

Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Edward Chaback, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; Atlas Vernier, Virginia Polytechnic Institute and State University; Ernesto Adolfo Cuesta Alvear, Virginia Polytechnic Institute and State University

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Cooperative and Experiential Education Division (CEED)

; Manuel Toledo Quispe, P. (2022). Strategy Diagram of Active Research in Practice and Research in Higher Education Students. NeuroQuantology 20(5), 554–560. https://doi.org/10.14704/nq.2022.20.5.NQ22208Farrell, C. C., Penuel, W. R., Allen, A., Anderson, E. R., Bohannon, A. X., Coburn, C. E., & Brown, S. L. (2022). Learning at the boundaries of Research and Practice: A Framework for Understanding Research–Practice Partnerships. Educational Researcher, 51(3), 197– 208. https://doi.org/10.3102/0013189x211069073Freeman, R. E. (1984). Strategic management: A stakeholder approach. Cambridge University Press.Hu, M., Cleland, S., & Burt, S. (2019). Build up a constructivist learning environment for

Conference Session

Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Olga Pierrakos, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cynthia Kay Pickering, Arizona State University; Erik Fisher, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

,” 2023. Accessed: May 26, 2023. [Online]. Available: https://ncses.nsf.gov/pubs/nsf23315/report/the-stem-workforce#representation-in-the-stem-w orkforce[3] Board on Science Education, Board on Higher Education and Workforce, National Academy of Engineering, and National Academies of Sciences, Engineering, and Medicine, Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, D.C.: National Academies Press, 2022, p. 26314. doi: 10.17226/26314.[4] Z. Wilson-Kennedy, G. S. Byrd, E. Kennedy, and H. T. Frierson, Broadening Participation in Stem: Effective Methods, Practices, and Programs. Bingley, UNITED KINGDOM: Emerald Publishing Limited, 2019. Accessed: Feb. 04, 2023. [Online

Conference Session

Experiential Learning and Professional Skills and Competencies: Attainment, Assessment, and Evaluation.

Collection

2023 ASEE Annual Conference & Exposition

Authors

John H. Callewaert, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan

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Diversity

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Cooperative and Experiential Education Division (CEED)

21st Century,” J. Exp. Educ., vol. 22, no. 2, pp. 91–98, 1999.[2] J. Cantor, “Experiential Learning in Higher Education: Linking Classroom and Community,” 1995.[3] R. Graham, “The Global State of the Art in Engineering Education,” Massachusetts Institute of Technology, Cambridge, MA, 2018. Accessed: Oct. 04, 2018. [Online]. Available: file://engin-storage.m.storage.umich.edu/engin- storage/jcallew/windat.v2/Documents/Conferences/ASEE/2019/MIT_NEET_GlobalStateE ngineeringEducation2018.pdf[4] L. Harrisberger, “Experiential Learning in Engineering Education,” ERIC Clearinghouse, 1976.[5] D. R. Fisher, A. Bag, and S. Sarma, “Developing Professional Skills in Undergraduate Engineering Students Through Cocurricular

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Thomas Hudnall McGehee, University of Arkansas; Bryce Williams, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Mostafa Elsaadany, University of Arkansas

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Cooperative and Experiential Education Division (CEED)

and how these interactions benefitprofessionals. Open-ended responses will be thoroughly examined using qualitative analysissoftware, like NVivo, to conduct a detailed thematic and sentiment analysis to gain deeperinsights into student feedback.References[1] Douglas, E. P., & Jordan, S. S., & Lande, M., & Bumbaco, A. E. (2015, June), ArtifactElicitation as a Method of Qualitative Inquiry in Engineering Education Paper presented at 2015ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23574[2] Rogers, Courtney & Valdez, Rupa. (2021). Designing for Diversity, Equity, and Inclusion inSystems Engineering Education. 10.18260/1-2--36929.[3] Landis, R. B. (1997, June), Enhancing Engineering Student Success: A

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ying Lyu, Beihang University; Chuantao Yin, Beihang University; Qing Lei, Beihang University

Tagged Topics

Diversity

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Cooperative and Experiential Education Division (CEED)

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Match Ko, University of Hong Kong; Fu Zhang, University of Hong Kong; Chun Kit Chui, University of Hong Kong

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

as tensions between student and staff, as well as betweenpolicy and pedagogy [15]. In this practice paper, we incorporate the findings of studies [10] [11][12] [13] [14] [15] into the careful design and implementation of the SIG program, whichleverage the ample resources in the Inno Wing. We also adopt the SaP method in SIGs andestablish clear governance structure, finance principles, and development programs.The Student-initiated Interest Group (SIG) programGovernance structureThe SIG program adopts a Student as Partners (SaP) approach, which begins with consultationservice aimed at assisting developing teams in uniting the commitment of five parties: studentleader(s), student teammates, academic advisor(s), technical advisor(s), and host

Conference Session

Improving Retention & Self-Efficacy through Experiential Learning and Research Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robin Lynn Nelson, University of Texas at San Antonio; Karina Ivette Vielma, The University of Texas at San Antonio; JoAnn Browning, The University of Texas at San Antonio

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Diversity

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Cooperative and Experiential Education Division (CEED)

duration of the ten-week program. REFERENCES[1] L. Hong, and S. E. Page, "Groups of diverse problem solvers can outperform groups of high-ability problem solvers," Economic Sciences, vol. 101, no. 46, pp. 16385-16389.[2] A. Bandura, "Self-efficacy," in Encyclopedia of human behavior, vol. 4, V. S. Ramachaudran Ed. New York: Academic Press, 1994, pp. 71-81.[3] A. Bandura, "Self-efficacy: Toward a unifiying theory of behavioral change," Psychological Review vol. 84, no. 2, pp. 191-215, 1977.[4] A. Bandura, "Guide for constructing self-efficacy scales," Self-Efficacy Beliefs of Adolescents, vol. 5, no. 1, pp. 307-337, 2006.[5] R. Scherer and F. Siddiq, "Revisiting teachers

Conference Session

Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University; Magdalini Z Lagoudas, Texas A&M University

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

objectives for the course included an ability for each student to a) apply academicknowledge and engineering skills to a real-world problem, b) develop a project scope, majorproject deliverables, and a project schedule, c) practice the fundamentals of the engineering designprocess to develop a solution(s) to an industry-defined project challenge, d) create a solution whichmeets design requirements and standards set by the industry client, e) develop skills for effectiveteam collaboration, f) develop skills for effective communication, both written and verbal, tocomplete technical and work-related projects, f) develop professional skills by interactingfrequently with peers and engineers from industry.Though the course provided many essential academic

Conference Session

Experiential Learning : Global Models and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lana El Ladki, Texas A&M University at Qatar; Saira Anwar, Department of Multidisciplinary Engineering, Texas A&M University; Bilal Mansoor, Texas A&M University at Qatar; Yasser M. Al-Hamidi, Texas A&M University at Qatar

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

elaborate that how this program was received by industryliaison, and how alumni of the program evaluate the strengths and weaknesses of the SEEcourses.References:[1] D. Spang, “Curriculum design and assessment to address the industry skills gap,” in 2014 ASEE Annual Conference & Exposition Proceedings, Indianapolis, Indiana, 2020.[2] M. Menekse, X. Zheng, and S. Anwar, “Computer science students’ perceived needs for support and their academic performance by gender and residency: An exploratory study,” Journal of Applied Research in Higher Education, vol. 12, no. 5, pp. 1025–1044, Jan. 2020.[3] “To infinity and beyond: Taking on the grand challenges of education in the new space age.” [Online]. Available: https://www.abet.org/to